Graduate Student Research

Tracy Preza (2024, PhD Early Research Project). Investigating early syntactic knowledge in late-talking toddlers.

Emily Harrington (2022, PhD Early Research Project). Investigating the feasibility of the see and say sequence: Integrated strategies for early word learning.

Tracy Preza (2020, MA thesis).  Exploring the interactive and linguistic dimensions of parent input and their role in the development of children’s simple sentences.

Ning Hsu (2017, PhD thesis). Syntactic productivity in Mandarin resultative verb compounds

Zora McFarlane-Blake (2017, MA thesis). Grammatical input differences remain six-months following toy talk instruction.

Colleen Fitzgerald (2014, PhD thesis). Uniformity of pronoun case errors in typical development: the association between children’s first person and third person case errors in a longitudinal study.

Megan McKenna (2013, MA thesis). Developmental expectations for sentence diversity.

Alison Bahnsen (2011, MA thesis). One of a kind grammar: The role of sentence diversity in children’s grammatical development.

Colleen Fitzgerald (2010, MA thesis). Understanding contributors to input informativeness for tense marking: Overlap between language typology, parent-toddler interaction style, and register.

Kathleen Walsh (2010, MA thesis). Toy talk: A simple strategy to promote richer grammatical input